SAEB AND ITS CONTRIBUTIONS RELATED TO MATHEMATICS PROFICIENCY: AN OVERVIEW OF THE FINAL YEARS OF ELEMENTARY SCHOOL IN THE PUBLIC NETWORK OF THE STATE OF RORAIMA

• Autor(a) principal: Mussato, Solange
• Data de Publicação: 2022
• Outros Autores: Almeida, Diego de Araújo, Voltolini, Luzia, Oliveira, Helena Rivelli de
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12991
• topic: Escolas de Roraima. Ensino Fundamental. Proficiência Matemática.; Escuelas de Roraima. Enseñanza Fundamental. Competencia matemática.; Schools of Roraima; Elementary School; Mathematics Proficiency

This article discloses an investigation in the context of the Education State Network of Roraima, particularly, in relation to the Basic Education Assessment System (SAEB). It presents, initially, a literature review about research which deals with the mathematics proficiency with 9th grade students of Elementary School. It aimed to analyze the performance in Mathematics - average proficiency and performance levels - of students in the final years of Elementary School of public state network of Roraima, in the 2015, 2017 and 2019 editions of SAEB. For this reason, a survey was carried out using data from SAEB, particularly, Mathematics proficiency data of 9th grade students from state public schools in Roraima. These data were organized into two groups: schools in the capital, only the urban area ones, and the schools in the countryside, being urban and rural non-indigenous. The results of this investigation indicate that, generally, the proficiency of the students in the final years of Elementary school, in mathematics, can be considered low, since they are mostly concentrated in levels 0, 1, 2 and 3. Moreover, it became clear some difference between the results obtained by students of schools in the capital and schools in the countryside, setting the results of schools in the capital in a slightly more favorable situation in relation to those of schools in countryside.